Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education and Organizational Leadership Development
Committee Chair/Advisor
Dr. Edwin Nii Bonney
Committee Member
Dr. Jacquelynn A. Malloy
Committee Member
Dr. Noelle A. Paufler
Committee Member
Dr. Troy M. Terry
Abstract
This Dissertation in Practice utilized improvement science methods to increase teacher self-efficacy in foundational reading practices and to address the oral reading fluency (ORF) challenges of elementary students who consistently score below proficiency. Rooted in Bandura’s theory of self-efficacy and the Active View of Reading, the study aimed to build teacher confidence in delivering foundational reading instruction while improving student ORF rates. A Plan-Do-Study-Act (PDSA) cycle was implemented with second-grade teachers and targeted the following aim: increase ORF by 12 words correct per minute (wcpm) for students receiving Tier 3 intervention over an eight-week cycle. Coaching, using the student-centered coaching model, supported teachers in analyzing student data and planning for skilled phonics instruction. Structured professional development through LETRS, phonics instruction using UFLI, and embedded coaching facilitated the implementation of Science of Reading-aligned instructional practices. Data collection included teacher efficacy rating scales, qualitative teacher interviews, and student progress monitoring scores. Findings indicated minimal gains in ORF, but a notable increase in teacher confidence in phonics instruction. These results highlight the potential of ongoing, structured coaching to support the effective implementation of professional development. The findings also underscored the importance of continuous, focused coaching to promote equitable literacy outcomes and build capacity for sustainable instructional improvement.
Recommended Citation
Chapman, Susan S., "Teacher Efficacy in Reading Intervention: The Role of Coaching and Professional Development in Foundational Literacy" (2025). All Dissertations. 4049.
https://open.clemson.edu/all_dissertations/4049
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons